Sentences with phrase «stakes achievement tests»

Some work in more affluent school districts and have greater autonomy to create individual programs, yet still are accountable for students» learning and their performance on high - stakes achievement tests.

The use of high - stakes achievement tests around the world have created controversy among teachers, parents, students, administrators, policy makers and heads of state.

Not exact matches

At a time when the corporate education reformers like Governor Cuomo scapegoat teachers, underfund public schools, and push high - stakes testing linked to Common Core as way to justify the expansion of privately - managed charter schools, she has persistently brought forth real facts about how poverty, segregation, and inequitable school funding affect testing and achievement in public schools.

«Study: High - stakes tests a likely factor in STEM performance gap: Findings suggest that changing how instructors assess students could help close the achievement gap in introductory STEM courses.»

A new report from the Royal Society on improving U.K. science and mathematics education contains a lengthy wish list: Upper - level students should take a lot more science and math; more college graduates with science degrees should go into teaching; current teachers should continually upgrade their skills and have a larger voice in the educational process; and the government should de-emphasize the high - stakes tests used to measure student achievement.

Most of the contributors to the volume have found evidence that policies that focus on high - stakes testing corrupt educational reform and undermine achievement, especially for at - risk students.

«In a world where educational achievement was becoming a stronger and stronger predictor of economic security, high - stakes test results helped us see the need to educate our students better.

To evaluate the claim that No Child Left Behind and other test - based accountability policies are making teaching less attractive to academically talented individuals, the researchers compare the SAT scores of new teachers entering classrooms that typically face accountability - based test achievement pressures (grade 4 — 8 reading and math) and classrooms in those grades that do not involve high - stakes testing.

For the most part, he says, the past decade of research on the accountability movement in education has focused on two things: whether or not the tests increased academic achievement, and how high - stakes testing has led to certain behaviors such as teaching to the test or manipulating the data.

Assessment is, of course, a vital part of education, but the stakes attached to these tests are way out of balance when such a limited and imperfect measure of achievement counts for more than all the assessments of all the students» teachers,» says Orfield.

Amrein and Berliner concluded, as announced in their press release, «High - stakes tests may inhibit the academic achievement of students, not foster their academic growth.»

A forthcoming study by a pair of Stanford University researchers is further stoking the debate over whether states» high - stakes testing programs can positively affect academic achievement.

«The Accountability Plateau,» by Mark Schneider, just published by Education Next and the Fordham Institute, makes a big point: that «consequential accountability,» à la No Child Left Behind and the high - stakes state testing systems that preceded it, corresponded with a significant one - time boost in student achievement, particularly in primary and middle school math.

But student achievement would still not have reached its full potential without a fourth tool: strong external standards linked to high - stakes curriculum tests.

Tilles raises legitimate concerns about the use of these tests — the quality of the tests, their snapshot nature, the unintended consequences of their being high stakes — but seems to forget that 20 % of the teacher score comes from «locally - selected measures of student achievement» and that 60 % of evaluation is based on «other measures.»

If CSR is introduced in the current policy context of high - stakes testing, together with the inadequate funding highlighted by the Gonski Review, we can expect minimal achievement outcomes.

We've compiled a list of resources to help parents understand high - stakes testing, different forms of assessment, and school achievement data.

Like NCLB and other previously promised panaceas, the cost is high - stakes, time - consuming tests culminating in teacher dread, parental confusion and some combination of student anxiety for kids who are achievement - motivated and indifference for those who are not.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

For all of the talk about «raising standards» and implementing «high stakes testing,» the United States is an outlier among developed nations when it comes to holding students themselves to account, and linking real - world consequences to academic achievement or the lack thereof.

Most tests gaining attention today are achievement tests, including those commonly referred to as «high stakes,» meaning that crucial decisions are made about a student, teacher, or school based on the results of the test.

Macrogenetic research on digital learning can contribute to the further development of effective math education software, shed light on children's math learning, and also largely eliminate the need for high - stakes testing and traditional achievement tests.

Using this information, I looked for a sharp increase in achievement (a break in trend) following the introduction of high - stakes testing as evidence of a policy effect.

In other words, NAEP has been identifying gains that are somewhere between two and three times as large as those recorded by two respected international testing agencies that do not have a political stake in showing rising levels of student achievement in any particular country.

One of the more interesting questions the CCSR asked was, Did high - stakes accountability cause the teachers, parents, and students of the Chicago Public Schools (CPS) to change their behavior in ways that would lead to higher achievement, or does the evidence suggest that the CPS's initiatives resulted in simply more focus on testing?

Second, given the potential concerns about schools cherry - picking students and other concerns with high - stakes testing, it's worth looking at other evidence on academic achievement.

But, it raises profound challenges to the interpretation of score trends on high - stakes tests, to the meaning of achievement trend and gap reports in terms of percent proficient, to the interpretation of crossnational achievement comparisons, and to popular assumptions about testing of students in special populations (including some assumptions written into law).

2) High - stakes testing doesn't raise academic achievement and harms children and their education — why increase such testing?

-- source: High Stakes Testing and Student Achievement: Problems with No Child Left Behind, p. 4, Arizona State University,

Here is the description of Opt Out Orlando taken from their site: «Opt Out Orlando advocates for multiple measures of authentic assessments, such as a portfolio, non-high stakes standardized tests (Iowa Test of Basic Standards (ITBS) or the Stanford Achievement Test (SAT10)-RRB-, which are used to inform teachers» instruction of their students and which do not result in punitive consequences for students, teachers and schools.

Data - driven decision - making within a professional learning community: Assessing the predictive qualities of curriculum - based measurements to a high - stakes, state test of reading achievement at the elementary level.

The imposition of high - stakes testing was supposed to result in real education reform and the closing of the achievement gap.

But our schools, with their high academic standards, high - stakes tests, and performance bonuses for improved achievement scores — surely our schools are bastions of intellectualism?

State high stakes tests of achievement are criterion - referenced tests that are aligned with the state's standards, measuring whether children actually have mastered the skills that are prescribed for the students» particular grade level.

Our Computer - Adaptive Tests provide a reliable measure of broad achievement and predict high - stakes test outcomes with high accuracy.

With money, sanctions and high stakes, tests will lead schools astray, not to high achievement.

Each separate use of a high - stakes test for individual achievement, school evaluation, curriculum improvement or any other purpose must be evaluated in order to determine the strengths and limitations of the testing program and the test itself.

Though his ruling was about Connecticut, he spoke to a larger nationwide truth: After the decades of lawsuits about equity and adequacy in education financing, after federal efforts like No Child Left Behind and Race to the Top, after fights over the Common Core standards and high - stakes testing and the tug of war between charter schools and community schools, the stubborn achievement gaps between rich and poor, minority and white students persist.

It turns out that tying teacher observation and evaluation to high - stakes test scores alone generates little if any increased student achievement.

Lack of progress and growing opposition to high - stakes testing have led a growing number of educators and policy advocates to conclude that education policies and the strategies used to help underperforming schools and to promote student achievement must change.

That said, we need extrapolate only a little to question the current direction, and underlying theory of action, beneath the continued press to tighten the screws on the package of high - stakes testing, school accountability, and educator performance evaluations tied to student achievement scores (which, as I noted in a previous Educational Leadership column, researchers caution is fraught with concerns of its own).

The use of high - stakes testing as the sole measure of student achievement is justly under increased scrutiny.

But urban superintendents are hard to come by in an era of high - stakes testing and widening achievement gaps.

The new U.S. federal education law, the Every Student Succeeds Act, provides a reset on education policy, an acknowledgement that high - stakes testing does not make schools better or raise student achievement.

Its dual purpose is also to hold teachers accountable for students» achievement, using high - stakes test scores to determine teacher effectiveness.

Given the lack of proven links between testing and achievement, as well as extensive evidence about the limitations and problems of high - stakes testing, Parents Across America opposes current efforts to expand the use of standardized tests.

Students, especially older students, likely don't take the NAEP as seriously as they take the SAT, ACT, or high - stakes state tests, so their scores may underestimate their actual achievement.

High - stakes testing and student achievement: Updated analyses with NAEP data.

In light of the nonschool factors that impact student achievement, the Connecticut State Department of Education needs to take a step back and reflect on what their focus on high - stakes testing is doing to our students and what they are doing to our teachers and schools.

Since the era of high - stakes accountability initiated in the early 1980s has not, in fact, closed the achievement gap, can you commit to ending accountability - based education reform, including a significant reduction in high - stakes testing, and then detail reform based on equity of opportunities for all students?